Editorial Team

Founding Editor:

Cory Wright-Maley: St. Mary’s University in Mohkínstsis (Calgary), Alberta (Canada)

 Cory Wright-Maley

I serve as Associate Professor of Education at St. Mary’s University in Treaty 7 Territory on the lands of the Siksikaitsitapi (Blackfoot), where I am helping to train the next generation of truly excellent elementary and secondary teachers. I am lucky to live in the city of my birth. My ultimate goal is to foster in new teachers the skills and passion they need to become the finest educators the profession has to offer. A part of that goal is wanting teachers to have access to important research that is practically oriented. I am interested in socioeconomic equity, political theory, and simulations. My own professional development efforts have been focused on learning from Indigenous Elders and Traditional Knowledge Keepers. Outside of my professional pursuits, I am a partner to an awesome midwife, Jenn, with whom I parent three little ones, I enjoy board and role-playing games, and playing ice—and fantasy—hockey, and a good IPA. I have been fortunate to travel to more than 50 countries, and lived in the United States for eleven years, where I taught high school social studies for six of them.

Connect: Twitter (link), ResearchGate (link)
Books: Teaching for Democracy in an Age of Economic Disparity (link)
             More Like Life Itself: Simulations as Powerful and Purposeful Social Studies (link)

Associate Editor:

Linda Doornbos: Oakland University, Rochester, Michigan (USA)

Linda Doornbos

I serve as Assistant Professor of Elementary Social Studies at Oakland University in Rochester, Michigan. My ultimate goal is to walk alongside others in developing a vision of and a willingness to enhance all students’ learning and life chances for participating and contributing to the world around them. I am interested in developing practices where students critically engage with material that inspires them to: wonder about the world and their place in it; exposes them to multiple perspectives of power, privilege and identity; helps them connect the past to the present; and instills a desire to act and facilitate change. I work within various collaborative communities to better see, understand, and disrupt systematic racism in education. Outside of my professional pursuits, I love exploring all that big cities have to offer with my husband, spending time investigating thrift stores with my son, and going to local coffee shops when my daughter comes to visit. Prior to being at Oakland, I was an elementary and middle school social studies and language arts teacher for twenty-eight years in multiple context and settings.


Copy Editor:


Editorial Board:

Sohyun An: Kennesaw State University; Kennesaw, Georgia (USA)

Sohyun An

I serve as Professor of social studies education at Kennesaw State University. I originally came from South Korea and taught social studies in middle and high schools in Korea. In US, I have been teaching and researching in the field of social studies teacher education. My work is informed by scholarship on critical race theories, social justice education, and global citizenship. As a critical race scholar, social studies teacher educator, and immigrant mother of Asian American children, I study, teach, and parent with a hope for anti-racist, anti-oppressive school and society for all children. My current research project is a parentcrit/critical race parenting research in which I as a parent-researcher seek to learn from my child-participants regarding how children make sense of and respond to race/ism and white supremacy in school and society.

Connect: ResearchGate (link)

Erin Crews Adams: Kennesaw State University; Kennesaw, Georgia (USA)

 Erin Crews Adams

I serve as Assistant Professor of Elementary and Early Childhood Education at Kennesaw State University in Kennesaw, GA which is located in the Northwest Atlanta suburbs. I teach courses in elementary social studies methods and classroom community building. My ultimate goal is to foster thoughtful justice-oriented teachers. I am interested in economics education, poststructural theory and postqualitative research methodologies. I am always trying to learn more about economic theory and American history. I am particularly interested in compellingness, that is, understanding why certain discourses are persuasive or believable and others are not. Outside of academic study, I enjoy playing soccer, working out and taking long walks while listening to audiobooks and podcasts


Connect: Twitter (link)

Lauren Colley: University of Cincinnati; Cincinnati, Ohio (USA)

Lauren Colley

I serve as Assistant Professor of Secondary Social Studies Education at the University of Cincinnati. My ultimate goal is to support educators as they engage in powerful and inquiry driven social studies. I am interested in gender and feminism in the social studies, intersectionality, and critical historical thinking. My own professional development efforts have been focused on anti-racist pedagogy and intersectional feminism. Outside of my professional pursuits, I am a mother to three equally amazing and demanding children. I enjoy a great run outdoors, baking, reality TV, and multiple cups of coffee. I’m a proud Appalachian and before coming back to my home state of Ohio, I worked at the University of Alabama and completed my graduate work in Kentucky where I also taught high school social studies.

Connect: Instagram (link), Twitter (link), Visions of Ed Podcast (link), Academia (link)

Alex Cuenca: Indiana University; Bloomington, Indiana (USA)

Alex Cuenca

I serve as Assistant Professor of Curriculum and Instruction and Coordinator of the Middle/Secondary Social Studies Education Program at Indiana University. My ultimate goal is to prepare social studies teachers to cultivate the civic capacities of youth and adolescents. I am interested in research issues related to the pedagogy of teacher education, how teachers learn to teach, and teacher education policy. My own professional development efforts have recently focused on preparing anti-racist social studies teachers. Outside of my professional pursuits, I spend time with my family exploring state and national parks. Prior to working in higher education, I was a social studies teacher in Miami, Florida.

Connect: Twitter (link)

Kent den Heyer: University of Alberta, Amiskwaciwâskahikan (Edmonton), Alberta (Canada)

Kent den Heyer

I serve as Professor of education in the department of secondary education at the University of Alberta where I teach undergraduate senior social studies teacher education students and graduate students in curriculum theory, practical approaches to the new TQS #5 and historical consciousness. I have taught a range of subjects and grades in schools in Canada, Japan, Taiwan, and Colombia, prospective social studies teachers in Canada and the United States, and developed workshops on citizenship and democratic education for international scholars. I publish and present research on student and teacher interpretations of the conditions necessary for social change (historical agency), psychoanalytic approaches to anti-racist education, and curriculum theory. I play in bands as a guitarist/singer songwriter, reign righteously as our local croquet club’s champion for 10 years running, and was inducted into the Nova Scotia Sports Hall of Fame (2005) as a team member inductee.

Connect: Canadian Social Studies (link)

Teacher Resource: Next acts: Educational Impasse, Events, and a One-Legged Magpie (link)


Kristen E. Duncan: Clemson University; Clemson, South Carolina (USA)

Kristen E. Duncan

I serve as Assistant Professor of Social Studies Education at Clemson University in Clemson, SC. My ultimate goal as a researcher and teacher educator is to help schools become equitable, emancipatory spaces for all children. My research interests focus on Black teachers and the ways the approach teaching issues of race in their classrooms. I am also interested in race in social studies texts and historical sites. While most of my professional learning centers on historical and contemporary Black teachers, I have begun to learn more about teaching and learning in Indigenous spaces. I taught middle school social studies and also served as an instructional coach in Georgia. Beyond my professional pursuits, I enjoy attending concerts, watching college football (Go Dawgs!), and traveling.

Connect: Twitter (link

Sara Dziedzic: Woodstock Academy; Woodstock, Connecticut (USA)

Sara Dziedzic

I serve as Social Studies Department Chair, Model UN and National Honor Society, and Social Studies Teacher at The Woodstock Academy in Woodstock, CT. My goal is to create a learning community for teachers, with thoughtful discourse. Integrating human rights in all curriculums and the use of simulation in all types of classrooms is where my interests lie, but I enjoy learning new teaching and learning techniques. My focus this summer has been professional development opportunities sharing best practices on teaching race in a virtual classroom and the use of discussion in classrooms. Outside of the classroom, I enjoy traveling outside of North America.

Connect: Model UN Club & Team (link)

Paul Fitchett: UNC Charlotte; Charlotte, North Carolina (USA)

Paul Fitchett

I serve as Assistant Dean of Teaching and Innovation and a Professor in the Cato College of Education at UNC Charlotte. Currently, I oversee revisioning and other initiatives across the college’s various teacher education programs. Basically, I am the Michael Clayton of the college of education. If the dean wants something done in teacher education, I build faculty support and drive the initiative behind it. When not administrating, I teach classes on social studies pedagogy, curriculum and instruction, and research design. My research interests include the intersections of education policy, teacher working conditions, and student learning outcomes with an emphasis on the social studies. My research has been featured in Theory & Research in Social Education, Educational Policy, Teachers College Record, and Teaching and Teacher Education. Outside of academe, I enjoy sports, beer, and meat: usually together. I am a burgeoning fly fisherman and rugby fanatic. I have an amazing wife who is a fourth grade teacher and an equally amazing daughter. In a prior life, I taught high school, focusing on US History and World History.


Ellen J. Foster: University of Mississippi; Oxford, Mississippi (USA)

Ellen J. Foster

I serve as Associate Professor of Secondary Social Studies Education at the University of Mississippi – School of Education Teacher Education Department. My ultimate goal is to foster a spirit of open-mindedness and understanding in pre-service teachers to best serve diverse students' needs. I am interested in the promotion of geo-literacy and interdisciplinary instruction of geography at all levels. My own professional development efforts have been on incorporating technology (e.g. virtual reality and geographic information systems) and controversial subjects (e.g. religion and politics) in the social studies classroom to make learning more relevant for today's students. I continue to be inspired by international field courses for educators like the NCGE-GeoCamp Iceland Program which promote professional development opportunities for educators. My own educational and recreational travel opportunities often inspire(d) my secondary teaching in the south Texas brush country and today in north Mississippi.

Connect: LinkedIn (link), Instagram (link), Twitter (link)

Walter Greason: Monmouth University; West Long Branch, New Jersey (USA)

 Walter Greason

I serve as Dean Emeritus of the Honors School, and an Associate Professor and Chair of the Department of Educational Counseling and Leadership at Monmouth University in West Long Branch, New Jersey on the lands of the displaced Lenni-Lenape people. My ultimate goal is the restoration of Indigenous and African diaspora community institutions worldwide. Most of my research focuses on the effects of racial enslavement, informal segregation, and globalization on public institutions, especially school systems. I constantly read about urban planning, historic preservation, economic history, interactive digital platforms, and social justice initiatives. I’m a deeply spiritual person who sees the profound strengths of interfaith reflection. I started teaching in K-12 contexts in 1984 and still offer supplemental educational programs for middle school and high school students.

Connect: Web (link)

Tina Heafner: UNC Charlotte; Charlotte, North Carolina (USA)

Tina Heafner

I serve as Professor and the Ph.D. in Curriculum and Instruction Director in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. My ultimate goal is to advocate and educate for equitable and rigorous social studies inquiry in K-12 schools that develops the capacities, intellect, critical literacies, and dispositions of active, informed, and justice-oriented citizens in a pluralistic society. I am the 2020-2021 Past-President of the National Council for the Social Studies (NCSS). I have sent almost two decades empirically documenting the marginalization of social studies in U.S. schools and the association between instructional practices and student learning outcomes in K-12 social studies. My professional interests also include researching disciplinary literacies and student inquiry and exploring K-12 online and blended learning practices. My legacy of seven years as a high school teacher includes three state championships, recognition as the NC Coach of the Year, and two Athletic Hall of Fame inductions. In my senior year at WFU, I was selected as the university’s Most Outstanding Female Athlete. I run every day with my Labradors Retrievers, Razzle Dazzle and Cinnamon, and I love supporting my children, John Patrick and Laney, in their academic and athletic pursuits.


Ashley Taylor Jaffee: James Madison University; Harrisonburg, Virginia (USA)

Ashley Taylor Jaffee

I serve as Associate Professor of Social Studies Education at James Madison University in Harrisonburg, Virginia, USA. Previously, I taught middle and high school social studies in San Juan, Puerto Rico. My ultimate goal is to catalyze pre-service social studies teachers to reflect and act on how they can make a change in the world. Together, we discuss how to instill a passion and desire in their future students to challenge the status quo. What I value above all else, is the relationships I develop with each and every one of them. My students are central to everything I do and are truly exceptional human beings and teachers. Sharing, listening, and transforming with them is my life’s work and is what fuels my soul. The central value of my scholarship is to improve the schooling experiences of immigrant youth. This value is reflected in my interconnected streams of inquiry related to social studies and citizenship education; culturally and linguistically relevant/sustaining pedagogy; and diversity, equity, and social justice education. My own professional development efforts have been focused on anti-racist and abolitionist teaching. Outside of my professional pursuits, I love spending time with my family, reading, and enjoying the outdoors.


Casey T. Jakubowski: SUNY Hudson Valley Community College; Troy, New York (USA)

Casey T. Jakubowski

I serve as the Department chair of SUNY Hudson Valley Community College Liberal Arts and General Studies. I hold a PhD in Education Leadership and Policy with a focus in rural education. As a teacher, I taught American history and global studies at the high school and collegiate levels and have a background in curriculum supervision through seven years of employment at the State Education Department’s Office of School Accountability. I also served for five years as the coordinator of distance learning at the Capital Area School Development Association. I am the author of a book, Thinking about Teaching, and numerous peer-reviewed articles. I am a Buffalo NY native, and live in the Eastern New York State area. As a huge social studies and history person, I love teaching geography. I am also an Eagle Scout.


Lee Jerome: Middlesex University; London, England (United Kingdom)

Lee Jerome

I serve as Associate Professor of Education, Middlesex University, London, UK. I’ve also worked in education as a social science and history teacher (11-18 year olds), a teacher educator, and in the charity sector. My main interests are related to citizenship education and children’s rights in education. Some of the most powerful professional development I have experienced has been in community organisations, doing active citizenship for real, and working in collaboration with colleagues, writing, teaching and doing research together. Outside of my work I try to make the most of London’s theatres, cabaret clubs and galleries and practice assertive cycling techniques in the inner city.

Connect: Web (link),  Twitter (link)

Parag Joshi: Manchester High School; Manchester, Connecticut (USA)

Parag Joshi

I serve as a high school social studies teacher at Manchester High School, in Manchester, Connecticut where I have taught for the last 14 years. I am also an instructor for social studies methods courses for UConn. One of my ongoing goals with my students, student-teachers, etc. is to have them join me in a study of how knowledge is made and how it is used - to look at the machines we have produced to make truths and to think about how we should allow them to shape our understanding of reality. Parallel to this effort is to better understand "the good" - the goals of using these truth machines. My professional development interests have focused on figuring out how to use discussions and other pedagogic tools to help in the effort of understanding how we understand reality and determine "the good" including structured discussion models, the use of metaphors, simulations, and the art of questioning.


Christine Kadonsky: Wausau West High School; Wausau, Wisconsin (USA)

 Christine Kadonsky

I serve as a teacher of Early U.S. History to ninth grade students at Wausau West High School in my hometown of Wausau, Wisconsin, USA since 2001. My ultimate goal is to foster critical thinking skills, a passion for lifelong learning and a commitment to engaged citizenship in my students. I am interested in student-led civil discourse, primary source analysis and equity for underserved students. I spend my time studying a wide range of early U.S. history topics, including indigenous history and tribal sovereignty, the American Revolution and the U.S. Constitution, Westward Expansion and the U.S. Civil War, at teacher institutes throughout the U.S. and abroad. I have studied the transatlantic slave trade in Liverpool (UK), Ghana, Barbados and at Yale University. I completed a summer fellowship for a member of the U.S. Congress in Washington, D.C. Outside of my professional pursuits, I enjoy travel, photography, and live theater and concerts.


LaGarrett King: University of Missouri; Columbia, Missouri (USA)

LaGarrett King

serve as the Isabella Wade Lyda and Paul Lyda Professor of Education and Founding Director of the CARTER Center for K-12 Black History education at the University of Missouri. I received his Ph.D. from the University of Texas at Austin after an eight-year teaching career in Georgia and Texas. My primary research interest examines how Black history is interpreted and taught in schools and society. I also research critical theories of race, teacher education, and curriculum history and have received two early career scholar awards for the Critical Issues in Curriculum and Cultural studies special interest group of the American Educational Research Association and the College and University Faculty Assembly of the National Council for the Social Studies. I have been published in scholarly journals such as Theory and Research in Social Education, Race, Ethnicity, and Education, Journal of Negro History, and Teaching Education. I am editor of Perspective in Black Histories of schools published by information age and author of the new book, Teaching Slavery published by Peter Lang.


Dan Krutka: University of North Texas; Denton, Texas (USA)

Dan Krutka

I serve as Associate Professor of Social Studies Education in the Department of Teacher Education and Administration. A former high school social studies teacher in Oklahoma City, my research interests concern intersections of technology, education, and democracy. I have authored over 50 peer-reviewed articles and book chapters and was awarded the 2016 Early Career Award by the Technology as an Agent of Change in Teaching and Learning special interest group (SIG) of the American Educational Research Association (AERA) and the 2017 Outstanding Research Paper Award from the International Society for Technology in Education (ISTE). I am the past chair of the Social Studies Research SIG of AERA and a current board member for the College and University Faculty Assembly (CUFA) of the National Council for the Social Studies (NCSS). I also host the Visions of Education podcast that focuses on social justice, social media, and social studies. Outside of my work, I am an avid basketball fan and active in my community advocating for universal urban design principles.


Alicia Lapointe: Western University; London, Ontario (Canada)

Alicia Lapointe

I serve as Research Scientist at the Centre for School Mental Health, Faculty of Education, Western University where I oversee the training, delivery, and evaluation of the Healthy Relationships Program for Lesbian, Gay, Bisexual, Trans, Two-Spirit, Queer/Questioning (LGBT2Q+) Youth. I have also served as a university course creator and instructor, government and school board consultant, Occasional Teacher, professional development facilitator, and author in the areas of queer and trans-informed and anti-oppressive policies, pedagogies, and curricula. I am passionate about understanding, discussing, and addressing equity issues in and through schooling.

Connect: Twitter (link) @alapoint13; Linkedin (link

Alan Marcus : University of Connecticut; Storrs, Connecticut (USA)

Alan Marcus

I serve as Professor in the Department of Curriculum & Instruction at the University of Connecticut and am a UConn Teaching Fellow. My scholarship and teaching focus on museum education, teaching with film, and global education, with an emphasis on the Holocaust and teaching difficult history. I collaborate with museum educators across the United States and internationally and run an education abroad program for pre-service teachers in Nottingham, England. I am the Past President of the Connecticut Council for the Social Studies and was a lead writer for the State of Connecticut Social Studies Frameworks. My current research includes evaluating the potential and limitations of virtual interactive Holocaust survivor testimony, participating as a part of the “Technology Meets Testimony” scholar network at Ludwig-Maximilians-Universität in Munich, and contribute as a theme lead for an AHRC (UK) project on historical testimony. I am a former high school social studies teacher in Georgia (US) and regularly collaborate with K-12 teachers on curriculum development and innovative pedagogy. I am passionate about spending time with family and friends including coaching my kids' soccer teams, skiing, playing board games, cooking fancy meals, traveling, and providing everyone with bad puns and corny jokes.

J.B. Mayo, Jr.: University of Minnesota; Minneapolis, Minnesota (USA) 

J.B. Mayo, Jr.

I serve as Associate Professor of Social Studies Education and Associate Department Chair at the University of Minnesota in Minneapolis. My teaching career began in 1995 in a small town thirty miles north of Charlottesville, Virginia, where I taught 8th grade social studies (geography and economics) before teaching five more years in Charlottesville – 7th grade United States History. My ultimate goal is to increase LGBTQ+ and queer histories within the larger social studies curriculum. To that end, I have written about Two Spirit indigenous people, the queering of media images in the social studies, and the queer legacy of the Harlem Renaissance. One of my biggest opportunities for growth during my professional career has centered on my nuanced understanding of gender/identity/expression and the role(s) they play in students’ lived/learning experiences at school. Though I have thought deeply about sexual orientation and identify as a gay man, I have had to come to grips with the privileges I enjoy as a cis-gender person. In my spare time I enjoy sweating … whether on long walks, short jogs, or hours-long bike rides, I consider myself a fitness enthusiast who really enjoys spending as much time as possible outside.

Connect: Facebook (link), Instagram (link), LinkedIn (link)

Scott Alan Metzger: Penn State University University Park, Pennsylvania (USA)

Scott Alan Metzger

I serve as Associate Professor of Education at Penn State University, at University Park in Pennsylvania. My ultimate goal is to help prepare the next generation of social studies teachers able to engage youth in learning complex historical and social topics through alternate perspectives and evidence-based reasoning. I am interested in history teaching and learning, difficult history and alternate framing of difficult or controversial historical and social topics, and uses of history in culture and media. I have been spending my time learning about historiography, historical and archaeological research, and global history. Outside of my professional pursuits, I am married, have a school-aged daughter, and enjoy a lifelong hobby of Dungeons & Dragons (which I now get to share with my daughter and her buddies). Prior to earning my Ph.D. from Michigan State University, I grew up in a mid-Michigan farming town, was active in the capital area’s community theater, and taught high-school social studies not far from MSU’s campus for six years. 


Books:  The Wiley International Handbook of History Teaching and Learning (link)
              Teaching History with Film: Strategies for Secondary Social Studies (link)

Judith (Judy) Pace: Univesity of San Francisco; San Francisco, California (USA)

 Judith (Judy) Pace

I serve as Professor of teacher education at the University of San Francisco’s School of Education. My aim is to prepare teachers who are inspired to teach for equity, excellence, and democratic values with powerful curriculum and developmental approaches. I am fascinated by classroom teaching and how it is shaped by teachers, students, schools, and society. My research has focused on classroom authority and academic engagement, teaching for democratic citizenship, social studies teaching under high stakes accountability, and preparation of preservice teachers for teaching controversial issues. I grew up in the New York metropolitan area and taught middle school for several years in the Boston area. I then worked at Project Zero and studied at the Harvard Graduate School of Education during the 1990’s school reform heyday. Now I live in Berkeley and enjoy the cultural and natural riches of the Bay Area as well as traveling near and far.


Mikko Puustinen:

Mikko Puustinen: University of Helsinki; Helsinki, Uusimaa, Finland (European Union)
I serve as university lecturer in history and social studies education at the university of Helsinki, Finland. 

Mikko Puustinen

My ultimate goal is to develop the best possible social studies teaching by working with teachers, students, curriculum makers and textbook writers. Important part of this is to help teachers get acquaint with new research and, at the same time, avoid ’school-free pedagogy’ in educational research. In my research, I am interested in history and social studies didactics and teacher education. Lately, I have been enthusiastic about powerful knowledge and disciplinary literacy. I have been spending my time learning about how to create learning materials that promote them. Outside of my professional pursuits, I enjoy to orienteer and watch football (which some call soccer).

Connect: Research Portal (link)

Ritu Radhakrishnan: SUNY Oswego; Oswego, New York (USA)

Ritu Radhakrishnan

I serve as Associate Professor, SUNY Oswego, Oswego, NY. My ultimate goal is to foster activist teachers who seek to be agents of change and to expand K-12 social studies curricula to include representation, agency, and voice. This comes from teaching both 9-12 grade and 5-6th grade social studies/language arts. My own professional development efforts have been focused on expanding the social studies curricula to promote equity and justice. I examine how an intersection of aesthetics, art education, and children’s and young adult literature connect to K-12 students' identities, and development of their agency and voice through various learning experiences. This includes after school/extracurricular programming. Outside of my professional pursuits, I enjoy all forms of dance and movement, art galleries and exhibits (especially upcoming artists), tennis, and being a Chicago Bulls and Bears fan.


Scott Roberts: Central Michigan University; Mt. Pleasant, Michigan (USA)

Scott Roberts

I serve as Associate Professor of Education at Central Michigan University in Mount Pleasant, MI. I am also the co-editor of Information Age’s Hollywood or History? book series. The series is based on a strategy I developed for effectively using Hollywood film in the social studies classroom. My goal as a teacher educator has been to serve as the go-between for the theory-based instruction found at the college level and the real-world practical teaching that often concerns many pre-service and practicing teachers. In my own practice, I also try to search for ways to create lessons that incorporate and blend ideas from each viewpoint and hope that the educators I work with find them to be worthwhile. I am interested in state history, inquiry-based practices, and educational technology. Outside of my professional pursuits, I am married to an awesome entrepreneur who runs her own beverage company selling craft beer, cider, and small batch wine in Southwestern Ontario. I enjoy watching soccer and college football, and am an avid weightlifter, cross-fitter, and long-distance walker. Before teaching at the University level, I taught 8th grade Georgia studies for eight years and a Social Studies Program Specialist/Teaching American History Grant director for three. I currently live in London, Ontario.

Connect:  LinkedIn (link), ResearchGate (link) Google Scholar (link).

Book Series: Hollywood or History? Series Editor (link)

E. Wayne Ross: University of British Columbia; Vancouver, British Columbia (Canada)

E. Wayne Ross

I serve as Professor in the Faculty of Education at the University of British Columbia in Vancouver, Canada. In my career as an educator I have focused on learning and teaching about equality, democracy and social justice. I taught secondary social studies (grades 8-12) and worked as a day care teacher in North Carolina and Georgia. Now I teach and write about the politics of curriculum, critical pedagogy, social studies education, and academic labor. I am particularly interested in the influence of social, political, and institutional contexts on teachers’ practice. My research and teaching focus on the role of curriculum and teaching in building democratic communities that are positioned to challenge the priorities and interests of neoliberal capitalism as manifest in educational and social policies that shape both formal and informal education experiences. In my spare time, I’m a music aficionado (and former blues/soul/R&B critic), amateur mixologist, baseball and hockey fan as well as a lifelong runner. I have completed six marathons and dozens of road races of more reasonable distances. 

Connect: ResearchGate (link), Academia (link), Twitter (link), Blog (link)

Books:  Ross, E. W. (2017). Rethinking social studies: Critical pedagogy in pursuit of dangerous citizenship (link)

               McCrary, N. E., & Ross, E. W. (Eds.). (2016). Working for social justice inside and outside the classroom: A    
               community of students, teachers, researchers, and activists 
               Ross, E. W. (Ed.). (2014). The social studies curriculum: Purposes, problems, and possibilities (link)

Natasha Sarkar: Inner City High School; Amiskwaciwâskahikan (Edmonton), Alberta (Canada)

Natasha Sarkar

I serve as a social studies teacher at Inner City High School in Edmonton, Amiskwaciwâskahikan – Treaty 6/Métis Territory. I have taught political writing, global history, leadership, and aboriginal studies across southern Alberta and in NYC. I was the Global Education Advisor for GEOEC from 2013-2019. My ultimate goal is to build and support the community of critical social studies teachers who recognize the systemic barriers students face engaging with curriculum. A part of that goal is to promote national and international research so teachers can situate their practice within educational theory. I am interested in comparative international education, global education, inequality of opportunity, gender and learning, human rights, indigenous issues, teacher preparation, equity in curriculum, and environmental education. My own professional development efforts have been focused on models that value non-traditional epistemologies and examples of civic/political engagement in marginalized youth. Outside of my professional pursuits, I enjoy seeing the world internationally, or locally, experiencing Edmonton’s unmatched arts and culture scene, as well as spending time outdoors. I have a BA Asian Studies (UBC, 1999) and a BEd (U of A, 2005) and currently finishing up an MA in Comparative International Education (Teachers College, Columbia University).


Muna Saleh: Concordia University; Amiskwaciwâskahikan (Edmonton), Alberta (Canada)

Muna Saleh

I serve as Assistant Professor in the Faculty of Education at Concordia University of Edmonton (CUE), former Elementary and Secondary school teacher, and the author of “Stories We Live and Grow By: (Re)Telling Our Experiences as Muslim Mothers and Daughters.” I have grown up in Edmonton, also known as Amiskwaciwâskahikan (Cree for Beaver Mountain House), on Treaty Six lands. My ultimate goal is to relationally co-compose more educative ways of teaching, learning, and living, in community. I am interested in multi-perspectival narrative inquiry, (Muslim) mothering and motherhood, curriculum studies, social studies education, and familial curriculum-making. Through my current narrative inquiry research alongside Muslim refugee mothers of children with disabilities, I have been learning more about Crenshaw’s theory of intersectionality, dis/citizenship, and disability justice. I am blessed to mother three amazing humans who teach me what love looks like in practice every single day.


Michelle Scott: St. Mary's University; Mohkínstsis (Calgary), Alberta (Canada)

Michell Scott

I serve as the Director of Indigenous Initiatives at St. Mary’s University and a doctoral student at the Werklund School of Education at the University of Calgary. I am a proud Mi’kmaw /Irish/English woman from Ktaqmkuk (Newfoundland), grew up in Toronto, and has lived the past nineteen years on Treaty 7 land and traditional Blackfoot territory. My passion for inviting dialogue and learning opportunities centering decolonizing spaces for Indigenous and non-Indigenous learners keep me fully engaged and committed to the work I do within the St. Mary’s community, and wider circles. I enjoy spending time on the Land with my twin 15 year old boys and partner whenever I can. I am blessed to be welcomed in the Calgary Indigenous community which enriches my life and spirit daily.



Stephanie Serriere: Indiana University; Bloomington, Indiana (USA)

Stephanie Serriere

serve as Professor of Elementary Social Studies Education at Indiana University-Purdue University Columbus (IUPUC) where I am once again back in my home “Hoosier” state. My career goal is to promote justice-oriented civics at the elementary level. I am interested in better understanding how public schools and teachers can support young people who can notice and take action on injustices in order to promote a more equitable world. I have been an elementary teacher in Italy, India, and Indiana and seek to bring my classroom research into my teaching. I am kinda crazy about trail-running but also love biking, yoga, and coffee!

Connect: Web (link

Erica Southworth: St. Norbert College; De Pere, Wisconsin (USA)

Erica Southworth

I serve as Associate Professor of Education at St. Norbert College (Wisconsin, USA), a former high school social studies teacher, and an ASSERT Editorial Board Member. After spending eight years as a history and psychology high school teacher, I pursued my doctorate so that I could follow my academic passions. More specifically, my ultimate professional goal is to assist pre-service teachers in developing their skills in creating a culturally-inclusive learning environment and teaching content via a multicultural, multi-gendered lens. My own professional development and research focuses on women’s agency and women of color’s agency in textbooks and curriculum materials. Outside of my professional pursuits, I enjoy “rediscovering” the world through the eyes of my child and reading humorous short stories. My family and I also make sure to celebrate the beauty of each season with various outdoor activities such as walks, bike riding, sledding, and star gazing.

Connect: Web (link

Lesley Tait: University of Calgary; Mohkínstsis (Calgary), Alberta (Canada)

Lesley Tate

I am an educator and currently a Ph.D. student at the Werklund School of Education at the University of Calgary on leave from the Calgary Board of Education where I served as a Learning Specialist in Indigenous Education. I am passionate about story/place in all its many forms and its connection to how we relate to both each other and the land. I am a member of Michel First Nation in Treaty 6 Territory and thrilled to be the mother to two wonderful daughters who continue to amaze and delight.



Charity Tegler: The Foothills School Division; South of Mohkínstsis (Calgary), Alberta (Canada)

Charity Tegler

I serve as the First Nation, Metis, and Inuit Success Coach/Teacher at The Foothills School Division south of Calgary, Alberta. My ultimate goal is to further Truth and Reconciliation by supporting Indigenous student success through quality instructional programs and services, and increase understanding and acceptance of Indigenous peoples and culture by supporting and creating allies. I am interested in intergenerational trauma, promoting resiliency, and Indigenous epistemology and pedagogy. I have been spending my time learning about Indigenous Ways of Knowing and pedagogical practices that infuse best practice in the classroom to engage and support Indigenous students. I am a Cree Metis woman who became committed to keeping my culture alive after the passing of my grandmother. I have two wonderful children who are growing alongside me and building passion for our shared history and teachings. I have worked in two school divisions and taught in a range of grades from kindergarten to grade 12. I currently lead and support professional development in support of section 5 of the TQS and LQS, work closely with Indigenous students and communities, and am co-creating a toolkit for Indigenous Student Success within The Foothills School Division.


Karel van Nieuwenhuyse: University of Leuven; Leuven, Flanders, Belgium (European Union)

Karel van Nieuwenhuyen

I serve as Associate Professor at the Research Unit of History, at the University of Leuven. I am responsible for the History Teacher Training Programme. After studying history and a baccalaureate in philosophy at KU Leuven, I obtained a PhD in history in 2002. Between 2002 and 2010 I combined teaching history and geography in secondary school with being research fellow in the department of political sciences and teaching assistant within the history teacher trainer programme. Since 2010 I was subsequently postdoctoral researcher and assistant professor at the University of Leuven. My research interests are (1) the history of history education, in Belgium and abroad, (2) historical representations in history education and popular historical culture, (3) teaching and learning processes within history education, (4) the fostering of historical thinking, and (5) the interplay between students’ historical narratives, identification, civic attitudes and historical thinking ability. I am currently president of the Flemish Association of History Teachers, and vice-president of the International Research Association for History and Social Sciences Education. I act as an expert in the development committee for new standards for (primary/secondary school) history education in Flanders.

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Dean Vesperman: UW River Falls; River Falls, Wisconsin (USA)

Dean Vesperman

I serve as Professor of social studies education at Kennesaw State University. I originally came from South Korea and taught social studies in middle and high schools in Korea. In US, I have been teaching and researching in the field of social studies teacher education. My work is informed by scholarship on critical race theories, social justice education, and global citizenship. As a critical race scholar, social studies teacher educator, and immigrant mother of Asian American children, I study, teach, and parent with a hope for anti-racist, anti-oppressive school and society for all children. My current research project is a parentcrit/critical race parenting research in which I as a parent-researcher seek to learn from my child-participants regarding how children make sense of and respond to race/ism and white supremacy in school and society.

Elizabeth Washington: University of Florida; Gainesville, Florida (USA)

Elizabeth Washington

I serve as Program Coordinator of Secondary Education and Social Studies Education at the University of Florida in Gainesville. My primary goal is to problematize how civic education in the U.S. has been narrowly conceptualized. With this goal in mind, I aim to prepare both my preservice teacher education and PhD students to integrate this perspective into their own teaching and/or research. I am interested in critical democratic citizenship education and teaching conventional and “controversial” social issues. I am interested in faculty governance issues as a union member and past chair of my college’s Faculty Policy Council, in which I focused on free speech rights for faculty in Florida public universities and on fostering allyship with BIPOC faculty, staff, and students. I am married to an attorney who specializes in due process and public interest law. We have three sons – an international human rights attorney, another a civil rights attorney, and one who is still in college as a sociology major. I spent most of my life in the U.S. but traveled extensively; I also lived in Bolivia and (what was then called) Czechoslovakia. I taught high and middle school social studies for five years in Atlanta.


Johan Wassermann: University of Pretoria; Pretoria, Tshwane, Gauteng (South Africa)

Johan Wassermann

I serve as Professor of History Education and also the Head of Department of Humanities Education in the Faculty of Education at the University of Pretoria in South Africa. Before joining academia, I taught History and Geography at high school level. I am also the editor-in-chief of Yesterday & Today, a journal with a History Education focus. My professional goal is to prepare History teachers who will engage critically with the subject across the diversity of South African classrooms. In terms of research I am interested in History textbook, teaching controversial issues and the life stories of History teachers. Of late my own professional development efforts focussed on teaching History online off campus. I am married to Annette who is a History teacher at a private school. We love traveling, hiking and gardening.



Michael M. Yell: Retired Teacher; NCSS Past President, Hudson, Wisconsin (USA)

Michael M. Yell

I’m a recently retired National Board Certified 7-12 classroom teacher of social studies/history. My 45 years in the classroom included both high school and middle school social studies (and interdisciplinary work with science and language arts), being named a national teacher of the year (social studies), and an incredible year as the president of the National Council for the Social Studies (NCSS). Much has changed over those years, but I’ve found that the most important things endure; kids are still kids, and to help them grow we must engage them with deep thoughtful lessons that utilize active teaching strategies. Creating a classroom culture of engagement, enjoyment, and thinking are the foundations for effective instruction. Although the “kid” component of my career is completed, I’m excited to continue my educational career but now as a full-time freelance writer and teacher trainer (both of which I’ve been engaged in for about two decades on a part time basis). My wife Ann and I have three grown children and four grandchildren.

Connect: Web (link